Professional Documents
Culture Documents
• 1. Introduction
• 2. Issues in ESP Course Design
• Argument against a ‘narrow-angle’ approach
• Argument against a ‘wide-angle’ approach
• Argument against ‘mono-skill’ focused
courses
• Special methodologies for ESP courses
Unit 3 Sub-topics (cont’d)
• 3. Possible Components of a Syllabus
• 4. The Role of a Syllabus
• 5. Approaches to Course Design
• Language-centred Approach
• Skill-centred Approach
• Learning-centred Approach
• 6. Types of ESP Syllabus
• 7. Case studies
Possible syllabus components
• general aims
• specific objectives
• a rationale (i.e. why the course is necessary)
• an inventory of (language) items
• an indication of entry level (essential previous learning)
• an indication to mastery level
• indications of teaching methodology
• explanations for students and teachers
• indications of time distribution
• assessment procedures
• indications of non-linguistic content (e.g. topics)
• variation provisions (e.g. enrichment activities for more able
learners and remedial activities for weaker learners)
UNIT 4: DESCRIPTION OF
SPECIAL LANGUAGES
Unit Objectives: Students are able to:
• identify the various terms used to describe
language in ESP,
• trace the major stages in the analysis of
language,
• describe the special role of vocabulary
learning in ESP, and
• explain how special language can be
analysed and described, with particular
reference to register and genre.
Unit 4 Sub-topics
1. Introduction
2. Concepts of special language, register,
and genre
3. Language content in syllabus
specification
4. Vocabulary
5. Form and function
6. A Theory of Language in Context for ESP
Some concepts about language
Remember…